Supporting Children and Teens As They Navigate Their
Supporting Children and Teens As They Navigate Their Access Cheryl DeConde Johnson The ADEvantage: Audiology-Deaf Education vantage consulting Resiliency/social support Parent-to-Parent Support for Parents with Children who are Deaf or Hard of Hearing: A Conceptual Framework (Henderson, Johnson, & Moodie (2014) Conceptual framework of parent-to-parent support based upon extensive literature review. Components include: well-being: parent, family and child; knowledge: advocacy, system navigation & education; empowerment: confidence and competence. Learning Parents (child recently diagnosed) and Supporting Parents (lived
experience) are described related to mutuality and connectedness. The article discusses key predictors of well-being for parents and families and for DHH children. Slide 3 Ida Institute: Person-Centered Care Click icon to add picture Established in 2007 Funded by the Oticon Foundation Non-profit organization Mission To develop and integrate personcentered care in hearing rehabilitation Slide 4 Outline for Today 1. Case Study Introduction
2. Rationale for Supporting Student Transitions 3. Transitions Management Development Process 4. Self-Determination Theory 5. Orientation to Transitions Management Tool 6. Discussion Slide 5 2/25/20 Kathleens Story Reflect on video: 1. What struck you as you watched from Kathleens perspective From Kathleens parents perspective 2. What role would an audiologist play? Slide 6 2/25/20 Kathleens Story Video Reflection In Pairs
1. What struck you as you watched from Kathleens perspective From Kathleens parents perspective 2. What role would an audiologist play? Large Group Sharing Slide 7 2/25/20 Rites of Passage Ancient ceremonies to recognize the changes that are inherent in our movement through life. Symbolize a life journey from dependence to autonomy, the development of new life skills, and the movement from focus on self to relationship with others. In the educational framework, we too have rites of passage which support those changes in families and children. Those rites of passage we have defined for this project as transitions.
Slide 8 2/25/20 Rationale for Supporting Student Transitions Transitions are not done alone; they are done in contact with others through dialogue and exploration. Different skills, attitudes, exploration and reflection are needed at each educational transition for parents and children. Preparation for each transition will ready the families for the changes ahead. Parents and childrens abilities to negotiate those transitions is key to their movement through the educational system. Slide 9 2/25/20 How to Support Transitions Identify key transitions in educational settings Name those transitions for parents and children Determine what will be needed for upcoming transition Dialogue with parents and children about upcoming transition
Create opportunities for reflection, exploration and experience Recognize the parents and childrens growth Slide 10 2/25/20 Social-Emotional Learning (SEL) Competency Clusters* Selfawareness Relationship Skills Social-Emotional Learning Selfmanagement Social Awareness *Collaborative for Academic, Social, and Emotional Learning
(CASEL) Responsible Decision Making Slide 11 2/25/20 Relationship Skills Appropriate social conversation rules Social Communication Skills Social Relationships & Friendships
Social Cognitive Skills Perceiving & interpreting situations Determining what to say Executive Function Theory of Self-Determination Relatedness Competency Autonomy Slide 13
2/25/20 How do we facilitate Self-Determination? Promote the development of self-esteem Help children understand their hearing loss Promote choice making Support exploration of possibilities Encourage problem
solving Develop and understand the process of goal setting and planning Promote reasonable risk taking Evaluating outcomes of choices and problem solving solutions Promote selfadvocacy Parents Thoughts on Self-Determination:
What does SD Mean for you and your child? Orientation to the Transitions Management Tool Slide 16 2/25/20 http://idainstitute.com/toolbox/transitions_management/ Slide 17 2/25/20 Happy and Healthy Lives Consider how you make choices and decision about different aspects of your lives. Slide 18
2/25/20 Emotional Wellness Emotional wellness is based on how you feel. It is important to our overall health that we keep a healthy emotional life. For younger children, this may mean spending time with adults or other children with hearing loss. This helps them learn to understand themselves and cope with the challenges life can bring. It also involves the ability to understand and share feelings such as anger, fear, sadness, hope, love, and happiness. For teens and young adults, it can mean being able to manage stress levels in school or college and having a positive acceptance of their hearing loss. It can also mean getting enough sleep and knowing when and how to ask for help. Slide 19 2/25/20 Getting Started First Step: Reflect on how you are doing now; what is important to you, what is working well, and areas where you need help:
Describe how your family communicates, and how you ensure each family member clearly understands what is being said. Describe how you and your family make important decisions. Describe how you and your family handle challenging or difficult situations. What are your current goals for managing your hearing loss or (if parent) your childs hearing loss? What are your hopes and dreams (for yourself, or if parent, for your child)? Slide 20 2/25/20 FRAMEWORK Overview
Inspired by Others Develop New Skillspractical suggestions Am I Ready? on how to learn and Questions to grow consider (Self- Key Areas: Environment What points from assessment) video inspire you? Social Discuss What skills do I Demands answers with need to know Skills Needed
audiologist or My Challenges more about? someone What is close to me challenging for me? Make choices Make decisions Solve problems Set goals Speak up for yourself Monitor & evaluate
your own behavior Understand your own strengths & limitations Slide 21 2/25/20 The World of a Child Aged 3-6: FOUNDATION & SUPPORT Environment: Noisy Busy Varied activities at the same time Socially, children need to: Work cooperatively Participate in small groups Converse in pairs, small groups, and in the larger group Choose between activities Manage changing from one activity to the next
Understand and comply with the rules of the classroom Learn directly from another and also incidentally Children need to be able to: Indicate if their technology is not working Inform if they cannot hear Be able to choose and make decisions Navigate a socially complex situation What may be challenging for my child? Slide 22 2/25/20 Am I Ready? Click icon to add picture Every childs hearing journey is unique. To understand how your child is developing and how you can best support your son or daughter as they learn and grow, it can be helpful to think about how they manage with their hearing devices and interact with others in daily life. Following are some questions you can use to assess how your child is doing and what you may want to discuss with your childs hearing care professional.
Slide 23 2/25/20 Am I Ready ? How does your child feel about wearing their hearing aid(s)/cochlear implant? Does your child wear their hearing aid(s)/cochlear implant regularly? If no, what are the barriers to full-time use? If your child does not want to wear the hearing aid(s)/cochlear implant, can they explain why? Does your child have friends to play with? Can your child describe to others why they wear hearing aids/cochlear implant?
What does your child do if they cannot hear or communicate well? Does your child participate in conversation at meal times at home? What do you do as parent(s) to ensure that your child can hear well and take part in communication? Discuss your answers with your childs hearing care professional to make sure they get the support they need. Slide 24 2/25/20 KEY SKILLS for all age groups Make choices: Being able to choose a preference when two or more options are available
Make decisions: Being able to consider possible solutions and select the one that best meets your own needs while also considering how it affects others Solve problems: Being able to find solutions for challenging situations Set and attain goals: Deciding on a goal and developing a plan to reach it Advocate for themselves: Knowing and standing up for ones rights and communicating assertively Manage and assess own behavior: Being able to evaluate your own actions and drive your own learning Recognize own strengths, limitations and abilities: Identifying your own preferences, interests and abilities and using this to experience success Slide 25 2/25/20 Develop New Skills: Practical Suggestions for How to Learn and Grow For parents:
Activities to help children develop the ability to steer their own lives in meaningful and satisfying ways Reach goals by continuously building and refining skills through practice and increasing expectations as children grow EXAMPLE: Choose what you like: Choose who you want to sit next to at dinner tonight Choose what you will do first tomorrow get dressed or have breakfast Ask yourself: Do I like my choice? Slide 26 2/25/20 The World of a Child Aged 6-9: DISCOVERY Environment: Impulsive
Busy Noisy Active Socially, children need to: Hear and understand the rules of play activities and adjust if they change Take cues from peers Wait for their turn Collaborate with others Converse between activities Manage change between activities Children need to be able to: Concentrate in noise Communicate with teachers and peers in learning situations Indicate if their technology is not working Inform if they cannot hear Be able to choose and make decisions? What may be challenging for my child? Slide 27
2/25/20 Am I Ready ? How do you feel most if the time? Does your hearing aid(s) or cochlear implants make you feel? How does not wearing your hearing aids or CIs make you feel? What are some good things about wearing your hearing aids or CIs? Who can help you if you have problems hearing? When you wear your hearing aids or CIs, how well do you hear people speak? When youre not wearing your hearing aids or CIs, how well do you hear people speak? Do you have friends you can play with
at school? Can you hear and take part when your family talks around the dinner table at home? How do you feel about telling others about your hearing aids or CIs? Do you know how to change your batteries? Do you tell your parents or teacher if your hearing aids or CIs arent working? If you cannot hear your teacher, do you have some ideas for what you can do? What could you do? Discuss your answers with your childs hearing care professional to make sure they get the support they need. Slide 28 2/25/20 Develop New Skills: Practical Suggestions for How to Learn and
Grow For parents: Activities to help children develop the ability to steer their own lives in meaningful and satisfying ways Reach goals by continuously building and refining skills through practice and increasing expectations as children grow EXAMPLE: Make a decision: Decide who you will ask to play with you tomorrow at school Decide when you will work on your homework for school Ask yourself: Why did I make that decision? Was it a good decision? Why was it good/not so good? Slide 29
2/25/20 Being a Tween: EXPLORATION Environment: Busy Noisy Active Many people talking at once Socially, you need to: Get to know other children and talk to your friends Understand what your classmates are saying and adjust the way you behave Choose between activities and make decisions Work together with others You need to be able to: Concentrate in noise Keep up with conversations with one or more friends or classmates
Understand your teachers and classmates when you do schoolwork Ask for help if your hearing device is not working What may be challenging for me? Slide 30 2/25/20 Am I Ready ? How do you feel about wearing hearing aids or CIs? How do you like to learn new things? How do you like sports and exercise? Spending time with friends When you cannot hear well Your place in the world? I think my next steps should be: Discuss your answers and notes with your audiologist or someone close to you.
Slide 31 2/25/20 Develop New Skills: Practical Suggestions for How to Learn and Grow Every day in school and when you are with your friends, you learn something about yourself. You learn about what you like and dislike and what happens when you make decisions. You also learn to speak up for yourself and explain who you are to others. And you discover what you are particularly good at, and what new skills you would like to learn. EXAMPLE: Solve a problem: Think of a problem you experience sometimes that is related to your hearing loss. What can you do to solve it? Think of a problem you experience with others at school from time to time. What can you do to solve it? Ask yourself: Why did I choose the solution I did? Did my solution work?
Slide 32 2/25/20 Being a Teenager: CO-EMPOWERMENT Environment: Noisy Busy Challenging for conversations Socially, you need to: Take and act on directions in the workplace Participate in one-on-one, small, and large group conversations in school Explain your hearing loss to peers, teachers, and coworkers You need to be able to: Speak up for yourself and say you have a hearing loss
Ask for support when you need it Apply communication strategies to hear well Explain to others how they can help you What may be challenging for me? Slide 33 2/25/20 Am I Ready ? Often, your friends share stories about what happened that day when youre What changes occur in your life, walking to class or in the cafeteria.
how would you describe your These can be very noisy places to hear reaction? in. What strategies do you use when How would you describe these you dont understand them? parts of your life? When someone asks you about your What would best prepare your hearing aids or CI, what do you do? teacher to support you in the If you cannot hear what the teacher or classroom? other students are saying in the In preparing for senior studies, classroom, what do you do? what information do you think your teachers would find helpful so that If your hearing support solution, such as an FM system, is not working they know how to support your properly at school, what do you do?
hearing needs? When you need to get your hearing As you prepare to move away from home, how will you plan to get good or hearing aids checked, or you hearing healthcare and maintenance need a new hearing aid, what do you do? for your hearing devices? Slide 34 2/25/20 Develop New Skills: Practical Suggestions for How to Learn and Grow Every day in school, when you spend time with your friends, or when you pursue personal interests such as hobbies or sports, you learn something about yourself. You learn about what you like and dislike and what happens when you make decisions. You also learn to speak up for yourself, including how to explain to others how they can help you hear better. And you discover what you are particularly good at, and what new skills you would like to learn. EXAMPLE: Set goals and meet them:
Set a goal for yourself something you really want to learn or do. Now write down one or two activities that you can engage in, or people you can meet with, to bring you closer to your goal. Write down goals you would like to include in regular planning meetings with your teachers. What can help you achieve these goals? Ask yourself: Are my goals realistic? Who else can help me? How will I know when I have achieved my goal(s)? Slide 35 2/25/20 Being a Young Adult: PERSONAL RESPONSIBILTY Environment: Large lecture rooms with one person talking at the front
Smaller discussion and working groups Radio and background noise in the workplace Socially, you need to: Collaborate with others at university or in the workplace Form relationships with others so they understand and respect your needs Explain your hearing loss You need to be able to: Speak up for yourself and say you have a hearing loss Identify and ask for the support you need to hear and communicate well Apply communication strategies to hear well Explain to others how they can help What might be challenging for me? Slide 36 2/25/20
Am I Ready ? How do you manage stress? How would you describe these parts of your life? Do you have a friend or group of friends with whom you feel comfortable discussing events and your shared interests( e.g., sports, movies, politics)? How will you make decisions about your career? If you plan to go to college or university, how will you make sure you can follow the classes? If you cannot hear what somebody is saying, what do you do? When someone asks you about your hearing aids or CI, what do you do? At your job (student or full-time), what
will you do if your co-workers refuse to adjust their communication style so that you can follow conversation? If you are in a noisy place such as in a bar or at a concert and someone wants to talk to you, what do you do? I my next steps should be: Discuss your answers and notes with your audiologist or someone close to you. Slide 37 2/25/20 Develop New Skills: Practical Suggestions to Expand and Flourish Every day at work or your place of education, and when you spend time with your family and friends, you continue to learn something about yourself. You develop new skills, refine how you make good decisions and discover your personal preferences in matters that are important to you. You also continue to speak up for yourself and explain to others how they can help you hear and
communicate better. EXAMPLE: Speak up for yourself: Think of situations where you need to speak up on your behalf. For example: Practice talking about your hearing loss with someone you know well Decide how you will talk about your hearing loss when going for job interviews Think about how you will tell a possible date about your hearing loss Ask yourself: What was good/less good about the approach I took? What did it feel like to do it this way? Will I do it the same way next time?
Slide 38 2/25/20 Managing Transitions: Discussion As an audiologist, how can this tool support your work with families and children and youth as they move through these transitions? Slide 39 2/25/20 Resources: Other Clinical Tools & Articles about Transition Tools: www.idainstitute.com My World Pediatric Tool Telecare for Teens and Tweens My Turn to Talk for Parents Articles: Teens as health-care consumers: Planned transition and empowerment; Emily Pajevic and Kris English; Audiology Today Nov/Dec 2014.
Autonomy, competence, and relatedness in the classroom: Applying self-determination t heory to educational practice. Christopher Niemiec and Richard M. Ryan, University of Rochester, New York, USA; Sage Publications, 2009 Planning Successful Transitions from School to Adult Roles for Youth With Disabilities. Gillian A. King, Patricia J. Baldwin, Melissa Currie, and Jan Evans, Thames Valley Childrens Centre, London, Ontario, Canada. Lawrence Erlbaum Associates, Inc. 2005 Slide 40 2/25/20 Resources: Other Clinical Tools & Articles about Transition Articles continued: Self-Determination and Student Transition Planning Knowledge and Skills: Predicting Invol vement Michael L. Wehmeyer, Susan B. Palmer, Jane H. Soukup, Nancy W. Garner, and Margaret Lawrence Beach Center on Disability University of Kansas; Lawrence Erlbaum Associates, Inc. 2007. Transitions in the Lives of Children and Young People: Resilience Factors; Scottish Executive Education Department; 2002 Rite of Passage; Hans Henrik Philipsen; Audiology Today, Mar/Apr 2015.
Wellness Skills and Development Chart; Cheryl DeConde Johnson Kindergarten Transition Workbook: A resource for parents and professionals of deaf and h ard of hearing children. BC Family Hearing Resource Centre, 2012. Parenting a child with chronic illness as they transition into adulthood: A systematic revie w and thematic synthesis of parents' experiences. Heath, Gemma; Farre, Albert; Shaw, Karen. Patient Education and Counseling, 2016. Leaving School What are the options for your deaf child? NDCS, 2016. Slide 41 Supporting deaf young people through transition: Successful transitions to adulthood for 2/25/20 deaf young people in England.
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